motivation
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| Abraham Maslow | -humanistic approach to learning and motivation
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| Maslow's hierarchy of needs | 1.physiological
2.safety
3.love/belonging
4.esteem
5.self-actualization...(THIS IS THE ONLY GROWTH/INTRINSIC NEED)
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| -deficiency needs are | extrinsic
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| -growth needs are | intrinsic
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| student is RESPONSBILE for his/her learning | existentialism
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| when a student is emotionally paralyzed by worrying too much cuz you make your test seem impossible | debilitating anxiety
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| *TO UNDERSTAND WHAT MOTIVATES A STUDENT, YOU NEED TO UNDERSTAND THEIR NEEDS | YOU NEED TO UNDERSTAND THEIR NEEDS
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| testing a student shortly after they learn soemthing (improves performance on bigger tests) | testing effect
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| student gives up | failure syndrome
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| how much control you feel you have over things that happen to you | locus of control
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| you believe it happened by something outside of you | external locus of control
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| you believe it happened cuz of your own ability or intelligence | internal locus of control
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| -planning fallacy-underestimating how much time something will take, cramming -The rush. Some students like to put off their work because they work best under pressure - Distaste for the task - Overwhelming task - Lack of self-efficacy. | procrastination techniques:
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| **If a student is doing something that requires a lot of concentration, such as solving a logic problem or applying information, | you want to use low arousal with low pressure
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| if student is doing easy task | use high arousal
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| * You want to find an _______ level of arousal to get your students' attention. You want to challenge them a bit | optimal
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| means it is something that will happen again | stable events
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| means it rarely happens. | unstable events
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| arousal theory-a certain amount of arousal is needed to motivate people to learn -optimal level of arousal -hot cognition: bring up topic that brings out emotions -low arousal with low pressure-give them the space and time to think | Rob Yerkes and John Dodson
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| a certain amount of arousal is needed to motivate people to learn | arousal theory
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| bringin up a topic that brings out emotions | hot cognition
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| challenge them a bit. Get their attention | optimal level of arousal
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| the idea that students do best with a MODERATE level of arousal | -inverted U function/Yerkes-Dodson Law of Arousal:
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| enough worry to motivate students to study | facilitative anxiety
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| tested lil kids picked out "good students" RANDOMLY they did good on next tests | Robert Rosenthal and Lenore Jackson: Bloomers Oak School Study
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| confirmation of self-image: even teachers like to have their self-image polished Proximity : Similarity halo effect | teacher bias
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| • Present rules and instructions in an informational rather than controlling manner. *Provide opportunities for students to make choices. *Minimize reliance on extrinsic reinforcers *Show them how the information will give them a personal advantage. | fostering self actualization in students:
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| -Nonperformance. -Fear of Failure. -Fear of Success -Faking participation. -Setting unrealistic goals. These students set goals too high | Self-handicapping behaviors:
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| self-fulfilling prophecy is also called | the Pygmalion Effect
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